feedback

The following conceptions of feedback were offered by a group of students studying to become physical therapists. They were asked to recall a situation during their time in higher education when they felt they’d experienced feedback. Then they were asked a series of questions about the experience and about feedback more generally: “What is feedback? How would you describe it? How do you go about getting it? How do you use it?” (p. 924) The goal of the study was to investigate students’ conceptions of feedback. Student conceptions involve underlying personal beliefs, views, and ideas, unlike student perceptions, which explore how the feedback is understood. Analysis of transcripts from the interviews reveal four conceptions of feedback held by this student group

One thing about student evaluations that troubles me is how they give students the impression that it’s the teacher who makes or breaks the course. A few instruments query students about their own efforts, but I’m not sure those kinds of questions make it clear that what happens in any course is the combined result of teacher and student actions. Early in my teaching career, I heard a wise colleague tell students, “It’s not my class. It’s not your class. It’s our class, and together we will make it a good or not-so-good learning experience.”

Introductory survey courses offer an overview of a broad topic or field of knowledge. They form the backbone of undergraduate education at most colleges and universities, and they also serve as the foundation courses for their disciplines.

An introductory survey course may be the only college-level course that non-majors take in the field, as well as the courses on which potential majors may base their decision of whether they will choose to major in that field. Despite their critical role in the higher education landscape, introductory survey courses are notorious for low rates of student achievement and satisfaction.

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Sample APA Style feedback bank comment: A new guideline of the 6th edition of APA style is the inclusion of DOI (digital object identifier) information with each entry in your reference list for which DOI information is available. The DOI…...

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Feedback is more than post-assignment commentary. When employed correctly, feedback can impact students on a variety of levels. It helps direct what they should do with their time, how they should feel about their efforts, whether their motivation level is appropriate, whether they are meeting expectations, and more.

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From the bold honors student to the timid learner in the back row, reflection can help students become more aware of themselves as learners. But because we often rely on writing as the primary mode of metacognitive reflection, some students, especially those who struggle with college-level writing, may not experience the full cognitive benefits of reflection. For such students, the stress of writing can compromise their focus on reflection.

Whole class feedback … you know, when the teacher returns a set of papers or exams and talks to the entire class about its performance, or the debriefing part of an activity where the teacher comments on how students completed the task. I don’t believe I have ever seen anything written about this feedback mechanism, even though I think most of us use it pretty regularly. Is it a good way to provide feedback? Do students pay any attention to feedback delivered in this way? When is whole class feedback most effective? After an exam? During group projects? Is it better to provide the feedback verbally or post it online? Should students be involved in this discussion of how well the class did or didn’t do?

“Feedback by nature must be negative to an extent if it is to be helpful in improving performance. Much of the feedback that instructors give on assignments is to specifically point out the shortcomings of a student’s work and motivate…

I was interested in the conclusions of a study done in Great Britain that asked students about their perceptions of and experiences with feedback provided by teachers. The researchers wanted to learn more about how students defined feedback and what…